Teachers of minority handicapped children can enhance their relationship with parents by understanding that parents cannot be forced to participate and that the teacher cannot expect to have the same authority with parents as with children. It is important for teachers to begin parent training programs with high success activities, focus on individual parental needs, identify areas of parent proficiency, and establish criteria for evaluating program success. Parent participation may take the form of such actions as applying teaching procedures in the home with and without the assistance of a teacher and exchanging ideas and teaching skills at informal functions. Procedures for enhancing parental effeciveness begins before the start of school and extends through ongoing discussions, conferences regarding the child's individualized educational program, and workshops in which parents can help construct materials. (CL)